Biomedical Engineering Reference
In-Depth Information
In general, problems with the relationship between physician and patient
often constituted the backbone of the discussions, and were modifi ed from
a general to a specifi c level, i.e. from a general feeling to instances of 'true'
interactive behaviour.
Help from the group included a detailed analysis of the interaction,
i.e. fi nding some hints in the video about whether the problem was in the
student's or the patient's behaviour. The general practitioner's professional
experience was often demanded, and practical suggestions for handling
similar kinds of situations or patients were sought. In some cases the student's
overall attitude towards patient-physician relations had to be considered.
Typical complaints concerning the doctor-patient relationship included having
problems with defi ning the professional role (in degree of authority, display of
trustworthiness, etc.), being able to establish a good contact - i.e. avoiding a failed
sense of rapport or compatibility with the patient - and achieving a
balanced
verbal activity by not dominating the interview too much.
This student is not satisfi ed with the interview's general
fl ow
as he does
not perceive a balanced activity and a feeling of establishing a
dialogue
.
He ascribes this primarily to his own stressed and insecure mental attitude
(Example 1b).
Example 1b
STUDENT:
Well I just think
I can't get a conversation going
It's like
It's not relax-
or rather I'm not relaxed
and then
like
then I become stressed just by asking
and then I can't fi gure out what to say
I was not sure when I was sitting there
just like that
well
I didn't feel secure
It was diffi cult to get him to feel secure and start telling me.
In Example 2 a student in the group discussions refl ects upon the
communicative characteristics that are ascribed to a doctor by virtue of his
professional role and status.
Example 2
STUDENT:
We are medical students
we don't look like doctors
I mean
